Topological Thinking in Bugis Burial Customs: Ethnomathematical Insights from Mampu Cave

Resumo

Mathematics has traditionally been perceived as abstract and disconnected from cultural practices; however, emerging ethnomathematical research suggests that sophisticated mathematical concepts are embedded within indigenous knowledge systems. This study employs an ethnographic approach to identify and analyze topological concepts within Bugis burial customs at "Mampu Cave", Bone Regency, South Sulawesi, Indonesia. Through three months of fieldwork combining participant observation, semi-structured interviews, and mathematical analysis of burial structures, we documented the "Sijello To Mampu" petrification legend and examined spatial arrangements, carved patterns, and transformation narratives. The investigation revealed three levels of topological sophistication: homeomorphic transformations implicit in human-to-stone petrification narratives that preserve topological invariance; deliberate geometric symmetries and path-connected spatial arrangements in burial configurations; and a seven-crossing knot pattern in carved burial markers yielding a calculable Alexander Polynomial. These findings were systematized into a Realistic Mathematics Education (RME) framework progressing from concrete cultural experiences through abstraction to formal topological knowledge, integrating Bugis noble values (pangadereng) throughout. The study demonstrates that advanced topological thinking exists within traditional Bugis burial customs, challenging conventional boundaries between formal and informal mathematical knowledge while extending D'Ambrosio's ethnomathematical framework to encompass highly abstract mathematical domains. The developed educational framework integrates indigenous knowledge into advanced mathematics education, thereby contributing to curriculum decolonization and heritage preservation while enhancing engagement among students from similar cultural backgrounds.

Dados da obra

Tipo

Artigo

Periódico

Journal on Mathematics Education, v. 16, n. 4, p. 1193-1212

Editora

Sriwijaya University

Ano

2025 (2025-10-30)

Idioma

en

Palavras-chave

Ethnology; Mathematics; Mathematics Education; Culturally Relevant Education; Indigenous Knowledge; Foreign Countries; Topology; Death; Land Use; Geographic Location; Indigenous Populations; ethnomathematics; topological thinking; Alexander polynomial; geometric symmetry; Realistic Mathematics Education; decolonization of curriculum; cultural heritage preservation; informal mathematical knowledge

Temas

Currículo, Etnomatemática, Geometria

DOI

10.22342/jme.v16i4.pp1193-1212

ISSN

2087-8885, 2407-0610

Licença

cc-by

Acesso

Download disponível

Fontes

ERIC — Education Resources Information Center; OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026